- Title
- Teacher educators and pre-service teachers work towards knowledge integration. Making authentic links in classroom pedagogy
- Creator
- Reynolds, Ruth; MacQueen, Suzanne; Ferguson-Patrick, Kate
- Relation
- International Perspectives on Knowledge Integration. Theory, Research, and Good Practice in Pre-service Teacher and Higher Education p. 389-401
- Publisher Link
- http://dx.doi.org/10.1163/9789004429499_017
- Publisher
- Koninklijke Brill NV
- Resource Type
- book chapter
- Date
- 2020
- Description
- Preservice teachers are educated via many diverse and distinct courses which promote diverse and distinct pedagogical approaches to the knowledge presented. Lack of program cohesion, particularly when it comes to linking the theory and the practical in preservice teacher education, has often been seen as a barrier to well-trained, responsive teachers. This is increasingly evident when associated with discourses around 21st century teaching, which argue for global competence and authentic teaching and learning experiences. This paper examines a final year course, which is designed to integrate experiences undertaken in the previous three years of the teacher preservice program in order to provide an overriding view of teaching that includes disciplinary study, appropriate pedagogy, experiential practice and community issues-based involvement as key factors. We use the work of Dewey (1956) and Beane (1997) to consider how the course design both models and facilitates an authentic approach to teaching. The processes taken to enhance the preservice teachers' capabilities in curriculum design are outlined, and examples of their resulting work are presented.
- Subject
- teacher education; global competence; teacher pre-service program; pedagogy
- Identifier
- http://hdl.handle.net/1959.13/1434822
- Identifier
- uon:39517
- Identifier
- ISBN:9789004429499
- Language
- eng
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